Bringing the Vision to Life: Administrators & Coaches

Dr. Tory Hill, Katy ISDSharron Helmke, Clear Creek ISD

Job-Embedded

Professional Learning

(JEPL)

Trailblazers Action

ResearchCoaching

Reflective Friends

Data Teams

Common Assessment

Development

Examining Student

WorkIndividual

Professional Learning

Plans

Lesson Studies

Mentoring

Portfolios

Professional Learning

Communities

Study Groups/Book

Studies

Think about the best teacher you’ve ever known…

• What did the teacher’s classroom look and sound like-

o What evidence of learning did you see or hear?o What was the classroom management like?o How was technology be used or managed?o How did the teacher facilitate retention and transfer of learning?o What other characteristics were, or were not, present?

Some studies show a 50-percentile point difference between three years of effective versus ineffective teachers.

(Marzano, 2004)

What can an effective principal / coach relationship accomplish?

Consider:A suburban middle school in the greater Houston area:

• Approximately 1,000 studentso 63% Economically disadvantaged

o 7% ELLso 31% At risko 15% mobility

o 11% special education enrollment

Failed to make AYP2009/10• Sp Ed reading passing rate at 67% (TAKS)

Year 1 of Instructional Coaching2010/11• Sp Ed reading passing rate at 83% (TAKS)

Year 2 of Coaching2011/12 • Sp Ed reading passing rate at 88% (TAKS equivalency for STAAR M)

Remediation Numbers-Reading

STAAR 2012 62 Students

STAAR 2013 27 Students

Principals and Student Achievement

Classroom Teaching

Conditions

Culture

Capacity

Student Achievement

Capacity

Coaching Goals

Principal’s vision

Campus needs

Content and instructional

strategies

Teachers and

teams

The Coaching Sweet Spot

How do you maximize a coach’s impact?

Hint: You wouldn’t ask this guy to make copies.

Guard Your Coaches’ Time

To provide ongoing, job-embedded professional development for teachers, coaches need to spend time with teachers engaged in activities such as

• observing • modeling • conferencing• co-teaching• leading book study groups (Casey, 2006; IRA 2004)

50%

of their time working directly with teachers

28% of their time working

with teachers

To be Effective in Building Teacher Capacity

Organizing book rooms, coordinating and administering assessments, district-level meetings

(Casey, 2006) (Bean et al. 2007), Knight 2006)

Most effective… Least effective…

Coach

Data Coach

Resource Provider

Mentor

Curriculum Specialist

Instructional Specialist

Classroom Supporter

Learning Facilitator

School Leader

Change Catalyst

Learner

The Roles of Coaches

Killion, J. (2009), Coaches’ Roles, Responsibilities, and Reach

Out side of the classroom

PowerPoint

Video observations

Study text used by students

Book studies

Role play / scenarios

During class

modeling

Co-teaching

Lean-in coaching

Video taping and review

With teachers

Pre and post observation conferences

Setting goals

Conversations

With PLCs

Studying student work /

calibration

Studying teacher created

examples

Assessment writing

Data discussions

Planning instruction

Goal setting

Modes of Job Embedded PL for Coaches

Who should my coach work with?

Individual Teachers

Campus ImprovementCollaboration

Principals actively support coaches by:

Creating structures that allow time and

access to teachers

Assisting coaches in

understanding goals,

priorities, and campus culture

Arranging for the coach to lead campus

PL and engaging in some of the coach-lead activities

Actively referring to the coach as an important

resource

Encouraging teachers to

seek instructional advice from

the coach

Viewing the coach as a partner in

instructional improvement

Utilizing shared

leadership that empowers

teachers and coaches to

explore alternatives

Some studies have found the principal leadership can be the deciding factor in the successful implementation of a coaching program.

(Matsumura, L., Garnier, H. & Resnick, L, 2010; Knight, J. 2006)

• Do not introduce them or explain their role to the faculty• Make working with the coach mandatory• Speak negatively of coaching• Imply that coaches were placed on campus because of low or failing

scores• Do not include the coach in important campus groups, relevant

committees, or social events• Refuse to intervene on matters that require directives• Fail to allow confidentiality between coaches and teachers• Require coaches to use the same observation or evaluation instruments

used by administrators

How to help a coach fail

(Matsumura, L., Garnier, H. & Resnick, L, 2010)

Defining role and responsibilities

Coach

Dept Chair

Course Lead

Expectation of inclusion,communication, and collaboration

Evaluating teachers

Providing information that would be used for evaluation

Serving as substitute teacher

Serving as principal designee

Taking primary responsibility for the instruction of an assigned group of students

Developing or preparing school or district budgets

Disciplining students in an administrative capacity

Serving as the primary instructional leader for the campus

Expertise upon entry

What it is not: The Role of the Coach does not include…

Goal Time spent

Description of activity outcome

  

     

  

     

  

     

Non Goal Related Activities

Time spent

Why or For whom?

Outcome observed

  

     

  

     

        

How was your most productive time spent this week? What on-going outcomes will be looking for, and over what time frame?

Effective Collaboration

Between Instructional Coaches and

Principals Wren & Vallejo

Not about “fixing the teachers”

Constant Collaboration

between coach and principal

Shared responsibility for

PL

Balance fidelity of implementation

and building capacity

Principal must support the coach

in words and actions

Coach must be a full member of the school community

Coaching is a full time job

Dr. Tory HillAssistant Superintendent, Katy ISD

Torychill@katyisd.org 281-396-2494

Sharron HelmkeCoordinator of Instructional Coaching,

Clear Creek ISDshelmke@ccisd.net

281-284-0136